... And, therefore, what tools can we use to capture the evidence of students’ learning?
2. Googledocs 1. Googledocs a. Online collaborative projects? b. Encouraging critical reflection on students’ work?
3. Blogs and wikis
Records of learning e.g. technology portfolios (13390 version 2) (13391 version 2)
2.2 Communication of the solutions includes explanations of processes employed, justification of decisions made, presentation of solutions, explanation and justification of modifications to the solutions, packaging and/or marketing possibilities
3.1 Evaluation of the technological practice used to solve given design problems describes its ability to meet the requirements of the factors identified as primary considerations.
3.2 Evaluation of the technological practice used to solve given design problems describes possible effects on society and the environment.
4. Voicethread a. Collaboration on moderation etc b. Sharing students’ work
Achievement Standard Number
1.6
Title
Construct and deliver an oral presentation
Number of Credits
3
Version
1
AS 1.6 Construct and deliver an oral presentation AS 2.5 Construct and deliver a crafted oral presentation AS 3.5 Construct and deliver a crafted and coherent oral presentation Assessment opportunities Good assessment practice in speaking includes providing a variety of opportunities for students to develop, rehearse and deliver a number of different types of presentations as part of a broad oral language programme. Oral presentation tasks can be integrated with other parts of the English programme, such as seminars developed to present connections across texts [ASs 1.8, 2.7, 3.7]]. Wherever such integration between different parts of the programme occurs, teachers must ensure that the work presented for assessment is developed sufficiently in order to meet the criteria for the other standard. In all such cases teachers should refer closely to the relevant standard including the Explanatory Notes and the Conditions of Assessment Guidelines. Presentation contexts could include any of the following: · seminar · original dramatic monologue · research presentation · extended welcome to a guest · speeches · debate · meeting/hui · oral book review/film review · oral history presentation · oral report · oral storytelling · live or recorded presentations of productions (role plays or performances) · other socially/culturally appropriate oral presentation opportunity. Good assessment practice Teachers may guide students through the planning and preparation process and ensure that students are provided with a number of opportunities for constructive feedback. Teachers might demonstrate how the techniques used in exemplars can be applied to the students’ own presentations. The intention of this standard is that the oral presentation is primarily spoken and can include appropriate presentation techniques and supporting materials. Although other languages can be included in the presentation as appropriate (eg as an introduction or greeting), the presentation must be mainly in English. Teachers will find the timing recommendations in TKI assessment tasks or exemplars helpful in guiding students on the appropriate length of presentations. Before and during students’ preparation of their presentations, close reference should be made to the exemplars of oral presentations. During preparation and rehearsal work, equal attention should be paid to the development of ideas and presentation techniques. Ideas expressed and presentation techniques used should be appropriate to Level 6 [AS 1.6], Level 7 [AS 2.5], or Level 8 [AS 3.5], curriculum achievement objectives. Presentation techniques should be taught explicitly so that students are clear that simply reading out a presentation is not appropriate or effective. In any group presentation, each student must be able to provide sufficient evidence for the assessment of their contribution. Teachers should make a visual record of oral work to support their judgements and to inform their internal assessment processes. Authenticity of student work Students must prepare and deliver their own presentations. Preparation is not directly assessed. Planning and preparation of oral presentation should take place, in part, under teacher supervision to ensure authenticity.
1. figure out what you know – and want to know
2. develop shared understanding of role of e-portfolios
3. develop awareness of how ICT can enhance valid data gathering for teachers, as well as engage students in monitoring and improving their own progress
4. develop a pataka of useful sites, tools and strategies to generate future conversations (Marni to follow up)
Edtalks
EdTalks is a NZ site run by Core Education It has really useful short videos with people who both challenge and support the educational trends of the 21st century. A good site to have in your favourites - great material for staff meetings.
Nick Rate and Ian Fox are good ones to view A key question before you head into ePortfolios: What do you want your ePortfolios to do for your students? What's their purpose? This will determine the tools used to gather and display content as well as the type of platform you use.
- E-Portfolios
- Tools and strategies
- Google docs
- wikis and blogs
- voicethreads
1. E-Portfolios... And, therefore, what tools can we use to capture the evidence of students’ learning?
2. Googledocs
1. Googledocs
a. Online collaborative projects?
b. Encouraging critical reflection on students’ work?
3. Blogs and wikis
Records of learning e.g. technology portfolios
(13390 version 2)
(13391 version 2)
2.2 Communication of the solutions includes explanations of processes employed, justification of decisions made, presentation of solutions, explanation and justification of modifications to the solutions, packaging and/or marketing possibilities
3.1 Evaluation of the technological practice used to solve given design problems describes its ability to meet the requirements of the factors identified as primary considerations.
3.2 Evaluation of the technological practice used to solve given design problems describes possible effects on society and the environment.
4. Voicethread
a. Collaboration on moderation etc
b. Sharing students’ work
AS 1.6 Construct and deliver an oral presentation
AS 2.5 Construct and deliver a crafted oral presentation
AS 3.5 Construct and deliver a crafted and coherent oral presentation
Assessment opportunities
Good assessment practice in speaking includes providing a variety of opportunities for students to develop, rehearse and deliver a number of different types of presentations as part of a broad oral language programme.
Oral presentation tasks can be integrated with other parts of the English programme, such as seminars developed to present connections across texts [ASs 1.8, 2.7, 3.7]]. Wherever such integration between different parts of the programme occurs, teachers must ensure that the work presented for assessment is developed sufficiently in order to meet the criteria for the other standard. In all such cases teachers should refer closely to the relevant standard including the Explanatory Notes and the Conditions of Assessment Guidelines.
Presentation contexts could include any of the following:
· seminar
· original dramatic monologue
· research presentation
· extended welcome to a guest
· speeches
· debate
· meeting/hui
· oral book review/film review
· oral history presentation
· oral report
· oral storytelling
· live or recorded presentations of productions (role plays or performances)
· other socially/culturally appropriate oral presentation opportunity.
Good assessment practice
Teachers may guide students through the planning and preparation process and ensure that students are provided with a number of opportunities for constructive feedback. Teachers might demonstrate how the techniques used in exemplars can be applied to the students’ own presentations.
The intention of this standard is that the oral presentation is primarily spoken and can include appropriate presentation techniques and supporting materials. Although other languages can be included in the presentation as appropriate (eg as an introduction or greeting), the presentation must be mainly in English.
Teachers will find the timing recommendations in TKI assessment tasks or exemplars helpful in guiding students on the appropriate length of presentations. Before and during students’ preparation of their presentations, close reference should be made to the exemplars of oral presentations.
During preparation and rehearsal work, equal attention should be paid to the development of ideas and presentation techniques. Ideas expressed and presentation techniques used should be appropriate to Level 6 [AS 1.6], Level 7 [AS 2.5], or Level 8 [AS 3.5], curriculum achievement objectives. Presentation techniques should be taught explicitly so that students are clear that simply reading out a presentation is not appropriate or effective.
In any group presentation, each student must be able to provide sufficient evidence for the assessment of their contribution. Teachers should make a visual record of oral work to support their judgements and to inform their internal assessment processes.
Authenticity of student work
Students must prepare and deliver their own presentations. Preparation is not directly assessed. Planning and preparation of oral presentation should take place, in part, under teacher supervision to ensure authenticity.
Taranaki English Teachers ... and others ...
Table of Contents
1. figure out what you know – and want to know
2. develop shared understanding of role of e-portfolios
3. develop awareness of how ICT can enhance valid data gathering for teachers, as well as engage students in monitoring and improving their own progress
4. develop a pataka of useful sites, tools and strategies to generate future conversations (Marni to follow up)
... in 2 hours? Yeah Right!
Your Goals
Googledoc for today
ePortfolios
This article is worth taking the time to read. The first 17 pages are really the key ideas - the rest is the evidence stuff.EdTalks is a NZ site run by Core Education It has really useful short videos with people who both challenge and support the educational trends of the 21st century. A good site to have in your favourites - great material for staff meetings.
Nick Rate and Ian Fox are good ones to view
A key question before you head into ePortfolios:
What do you want your ePortfolios to do for your students? What's their purpose?
This will determine the tools used to gather and display content as well as the type of platform you use.
Data capturing tools
Support videos
Youtube is great for these sorts of things.